| Record ID | harvard_bibliographic_metadata/ab.bib.11.20150123.full.mrc:445258382:1494 |
| Source | harvard_bibliographic_metadata |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.11.20150123.full.mrc:445258382:1494?format=raw |
LEADER: 01494cam a2200301 a 4500
001 011496748-2
005 20080710102001.0
008 070621s2008 nyua b 001 0 eng
010 $a 2007024501
020 $a9780791473672 (hardcover : alk. paper)
020 $a9780791473689 (pbk. : alk. paper)
035 0 $aocn407200013
040 $aDLC$cDLC$dDLC
043 $an-us---
050 00 $aLB2331.72$b.W75 2008
082 00 $a378.1/2$222
100 1 $aWright, Mary C.,$d1971-
245 10 $aAlways at odds? :$bcreating alignment between faculty and administrative values /$cMary C. Wright.
260 $aAlbany :$bState University of New York Press,$cc2008.
300 $axi, 95 p. :$bill. ;$c23 cm.
504 $aIncludes bibliographical references (p. 81-92) and index.
505 0 $aIntroduction -- Benefits of instructional congruence -- "It's like bad taste": how interpretative structures contribute to personal-organization fit -- Social networks as building blocks for congruence: faculty that chalk together talk together -- How chairs build instructional communities: big pictures versus big impacts -- Sharing the value of teaching: ways to build a culture of congruence.
650 0 $aUniversities and colleges$zUnited States$xFaculty$xAttitudes.
650 0 $aTeacher-administrator relationships$zUnited States.
650 0 $aUniversities and colleges$zUnited States$xAdministration.
650 0 $aCommunication in education$zUnited States.
988 $a20080621
906 $0DLC